PS221 Adolescent Psychology

for S2LL 2010

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Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.


PS 221 Adolescent Psychology


S2LL 2010 LR


Limozaine, Bruce J.


Adjunct Faculty, Senior Psychology Instructor


B.S. Psychology (Emporia College),
MSEd Counseling (Univ. of Wisc-Superior), Certification in Public Management (Univ. of Arkansas at Little Rock)
Candidate D.Min (Univ of South-Sewanee),

Office Location

Park University Classroom

Office Hours

15 minutes before class, and pre-arranged after class meetings

Daytime Phone

(501) 681-2332


Semester Dates

March 15 to May 9, 2010

Class Days


Class Time

9:00AM - 2:00 PM



Credit Hours


Santrock, J. W. (2010). Adolescence (13th ed.). New York: McGraw-Hill

Textbooks can be purchased through the MBS bookstore

Additional Resources:
American Psychological Association . Publication manual of the American Psychological Association (6th ed., revised). Washington, DC:  American Psychological Association.

Go to the following site to obtain APA paper formatting instructions:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information

Course Description:
Developmental factors and problems common to the period from puberty to adulthood. Topics include: self-identity, sexuality, life-styles, parent-adolescent relationships, and conditions leading to optimal development. 3:0:3

Educational Philosophy:
I believe the ideal classroom is one where students add their own ideas to discussions, debate and challenge their fellow students, and actively think through the concepts being discussed.  I learn so much from my students and I know they learn a lot from each other as well.

Learning Outcomes:
  Core Learning Outcomes

  1. Summarize, compare, evaluate and apply the theories and contexts of adolescent development. (Program Competency 1 & 4)
  2. Describe and explain the biological, cognitive, social, emotional, and personality processes of adolescent development. (Program Competency 1)
  3. Critically examine such topics as self-identity, sexuality, life-styles, parent-adolescent relationships, and conditions leading to optimal development and problems in adolescence. (Program Competency 1, 4, 5, & 6)
  4. Demonstrate high quality written and/or oral communication skills through interaction with other students and the instructor utilizing the terms and concepts of adolescent psychology. (Program Competency 4 & 7)
  5. Explain why the study and understanding of adolescent development has value for one's personal use. (Program Competency 8)
  6. Identify public policy that influences the lives of adolescents. (Program Competency 3, 9 & 10)

Core Assessment:

This assignment will give you the opportunity to research, analyze, and evaluate a program that has been designed to either prevent adolescent problems or enhance adolescent development. You will apply the theories and concepts you have learned throughout the term to this evaluation. You will use various sources of information including empirical articles, and the Internet. The paper will be formatted in APA style, double-spaced and 6-9 pages in length (1- inch margins, 12-point font) excluding title page, references, and appendices. The questions posed below are suggestions and should be used as a guide to your writing – substitutions and additions are welcome.

The paper should include the following sections:

I.          Introduction to the paper

II.         Describe the program you have chose for analysis in detail – include:

                        The context of delivery,

                        The population that it services (specific attention to cultural relevance),

                        The type of funding the program receives,

                        The goals of the program, etc.

III.       Background on why this program is important for adolescent development.

                        What theories apply to this topic?

                        What concepts apply to this topic?

                        What developmental tasks does this program address?

                        What are the cultural implications of this issue?

                        How does this program help adolescents develop in healthy ways?

IV.       Empirical research on this program and similar programs

                        What studies have been done on this program if any?

                        What studies have been done on similar programs?

                        What studies say about how this type of program should be set up, etc.?

V.        Your own evaluation of this program

                        What are the strengths of this program?

                        What are the weaknesses of this program?

                        How would you change this program to better service the needs of adolescents?

Link to Class Rubric

Class Assessment:


1.    Presentation  Questions: Each student will be assigned  1 question from a series of presentation questions  each week for at each chapter under study.  A maximum of 2 presentations per class will be required.  Presentations will not exceed 10 minutes per chapter presentation. That means if there are 2 chapters listed for a particular class meeting, the student will have to present to in-class presentations. These presentations will answer a particular question about materials in our assigned text and will be designed to assess your attention to the textbook materials. Each presentation needs to contain information only from the textbook.   The student can earn up to 10 points for each weekly presentation.   

Presentation – Answered the Question adequately

10 Points

Total possible for the week 

20 points

2.      Program Analysis: This is the same as the Core Assessment talked about in detail above  Guide for grading research project (term paper) is as follows: 

Focus (arguable claim, original idea, & clear support for answer)

30 Points

Organization (smooth transitions, clear paragraphing, & logical sequence of topics)

30 Points

Mechanics (proper grammar, punctuation, and spelling)

20 Points

APA Style

20 Points

Total for each question

100 points


Points will be assigned as follows:

Classroom Presentations

80 Points

Mid-Term Examination (Week 4)

150 points


Research Paper 100 Points              
Final Examination (Week 8)

150 Points




480 Points

 Final course grades will be determined as follows:



432 to 480 points



384 to 431 points



336 to 383 points



288 to 335 points


59% and below

below 288 points

Late Submission of Course Materials:

Each week's presentation must be completed by the required class date.  No credit will be received for work not presented in class   Exception:  If  you have contacted me before the class  date and explained any special circumstances. I will then decide whether the "special" circumstances are sufficient for makeup work to be assigned. You will be only allowed one(1) exception.   

There is no extra credit in this class, so it is important to complete the assigned work during the time frame expected.

Classroom Rules of Conduct:

Course Structure

Presentation assignments scheduled for completion during a class period must be presented during the scheduled class meeting.

It is required that you use the Pirate Mail e-mail addresses that are available to all Park University students. All information - problems with assignments, concerns, etc. - pertaining to the class will be sent to you through Pirate Mail. When sending an e-mail, you must identify yourself by: PS 221, Purpose of the e-mail, & your Full Name. I will check my e-mail frequently and will respond to course related questions within 24-48 hours unless I have notified you that I will be unavailable.

Etiquette/Courtesy communications need to be composed with fairness, honesty, and tact.  What you put into your class  reflects on your level of professionalism. It is important not to take disagreement personally. Responses to different ideas and observations need to be objective. Being objective means maintaining boundaries and not making personal attacks on the ability of others or making statements that have the potential to be taken personally. 

Differences in thinking are good because our knowledge is broadened. Because we have differences, we will have conflict. The important thing is to handle conflict in a way that does not create defensiveness, which does not promote learning.  If you have questions about any of these policies, please contact your instructor

Course Topic/Dates/Assignments:

Week One         Chapters 1 and 2        Self Introduction, 
                                                            Course Review,
                                                            Term Paper Requirements
Week Two         Chapters 3 and 4       Presentations for  Question 1 and 2 
Week Three       Chapters 5 and 6       Presentations  for Questions 3 and 4
Week Four         Chapters 7 and 8      Mid-Term Exam (Chapters 1 - 6)                                                           
Week Five         Chapters 9 and 10     Presentations for Questions 5 and 6
Week Six          Chapters 11 and 12    Presentations for Questions 7 and 8  
Week Seven       Chapter 13                Early Term Paper (Research Project)  Turn-in, 
                                                            Final Examination Review
Week Eight                                          Term Paper  (Research Project) Due
                                                            Final Examination (Chapters 7 - 13)  

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2009-2010 Undergraduate Catalog Page 92

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2009-2010 Undergraduate Catalog Page 95

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: .


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Accurately uses 5 or more adolescent psychology concepts

Accurately uses 4 adolescent psychology concepts

Accurately uses 1-3 adolescent psychology concepts


Uses no adolescent psychology terms accurately

Program description                                                                                                                                                                                                                                        
Describes program using 3 or more explicit statements.

Describes program using 2 explicit statements Describes program using 1 explicit statement Either does not describe program, or description is incoherent and NOT understandable

Correctly applies 3 or more relevant theories

Correctly applies 2 relevant theories

Correctly applies 1 relevant theory

Correctly applies 0 relevant theories

Cites 3 research articles and shows how the findings support the conclusions  in the paper Cites 2 research articles and shows how the findings support the conclusions  in the paper Cites 1 research articles and shows how the findings support the conclusions  in the paper Fails to provide any evidence from research articles 
Offers a critique of the program including more than 3 strengths and more than 3 weaknesses Offers a critique of the program including 2 strengths and 2 weaknesses

Offers a critique of the program including 1 strength and 1 weakness

Offers NO reasonable critic of the program  

Integrates information from relevant sources to form a coherent evaluative statement about the program/topic; offering more than 2 suggestions  for improvement to program Integrates information from relevant sources to form a coherent evaluative statement about the program/topic; offering more 2 suggestions  for improvement to program

Integration of information from relevant sources to form an  evaluative statement about the program/topic is either not relevant or is incoherent No evidence of integration of information OR no evidence of an  evaluative statement about the program/topic 
Technical Writing                                                                                                                                                                                                                                          
Student uses APA style throughout the paper with fewer than 3 errors Student uses APA style throughout the paper with 4-6 errors Student uses APA style but has 7 or more errors Student fails to use APA style 
Cites more than 6 relevant sources; 3 of which are peer-reviewed, scholarly sources Cites 5 or 6 relevant sources; 2 of which are peer-reviewed, scholarly sources Cites 4 relevant sources; 1 of which is a peer-reviewed, scholarly sources Cites fewer than 4 relevant sources 
Paper has fewer than 2 grammatical errors and is organized and readable. Paper has 1 or 2 grammatical errors and is organized and readable Paper 3 or more grammatical  errors or is not organized and readable Paper has 4 or more grammatical errors or shows little evidence of organization or readability 
Paper length is 9 or more pages (title and reference pages are additional) Paper length is 6-8 pages (title and reference pages are additional) Paper length is 4-6 pages (title and reference pages are additional) Paper length is less than 4 pages (title and reference pages are additional) 
Other Literacies-Cultural Implications                                                                                                                                                                                                                     
Integrates 2 or more relevant cultural implications Integrates  1 relevant cultural implication Mentions only irrelevant cultural  implications No mention of cultural implications 


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Last Updated:2/23/2010 4:02:37 PM